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Minnesota State University Moorhead College Portrait

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Minnesota State University Moorhead Learning Outcomes

The primary purpose of Minnesota State University Moorhead (MSUM) is to educate our students. The true measure of our institution is how well our students learn the knowledge and skills we have determined are critical to their success as individuals, professionals, and citizens. The process of assessing student learning, then, is a vital part of understanding how well we are accomplishing our goals.

Assessment of student learning at MSUM has five major components and is coordinated by the University Assessment Committee: 

  1. Program Outcomes Assessment focuses on student learning outcomes as stipulated in the expectations of degree-granting programs. These student learning outcomes are specified in the MSUM Bulletin. Each academic program is required to assess student learning on these outcomes and report their results to the Program Review Assessment Committee.
  2. The second component is assessment of student learning in the Liberal Arts & Sciences Curriculum (LASC) general education program.
  3. MSUM requires that students complete five writing-intensive courses during their course of study. The results of a writing-intensive assessment study are included on this site.
  4. MSUM participates in the Voluntary System of Accountability and is currently assessing student learning for this program.
  5. The National Survey of Student Engagement (NSSE) is administered to our students and results are included here.
  6. The Faculty Survey of Student Engagement (FSSE) is administered to our faculty and results are included here.

Assessment Principles

The following principles guide assessment activities at Minnesota State University Moorhead. These principles have been articulated by the Higher Learning Commission as good standards for the assessment of student learning.

  • Appropriate. A program's stated student learning outcomes should be appropriate to the university mission and department or program goals. MSUM's teaching and learning processes should cohere in ways that are meaningful for students.
  • Documented. Programs should be able to document that student learning is appropriate for the degree awarded and consistent with MSUM's standards of academic performance.
  • Useful. Departments and programs should regularly gather evidence of student learning and make decisions regarding the program using this evidence.
  • Collaborative. The collection, interpretation, and use of student learning evidence is a collective endeavor, and is not viewed as the sole responsibility of a single office or position. Those at MSUM with a  stake in decisions of education quality should participate in the process. Ultimately, the development, implementation, and revision of assessment plans rest with academic departments responsible for their major course of study. Departments and programs should develop plans that reflect their unique mission, goals, and academic content.
  • Institutionalized. Assessment of student learning will become part of the MSUM culture, allowing us to monitor our quality and drive us to achieve our mission. Woven throughout the MSUM decision-making and planning processes should be a commitment to student learning and reflection on the evidence that documents student learning at MSUM.
Learning Assessment Examples